Breslin, D. orcid.org/0000-0001-8309-7095 (2021) Finding collective strength in collective despair; exploring the link between generic critical feedback and student performance. Studies in Higher Education, 46 (7). pp. 1312-1324. ISSN 0307-5079
Abstract
Whilst formative feedback has been highlighted as a key element in both student satisfaction and learning, research highlights the dissatisfaction of both tutors and students with its effectiveness in improving performance. This study tracks changes in undergraduate student satisfaction and performance across three cohorts in response to variations in group-level feedback. The findings of the study show that an increased level of generic critical feedback targeted at the group had a positive impact on individual student performance, but a corresponding negative impact of student satisfaction scores. Thus, whilst the student cohort experienced a sense of collective despair, this did not constrain their ability to change and adapt to the feedback given. It is argued that instead of triggering a process of self-reflection and peer comparison, the group feedback given, increased team spirit and collective action, resulting in improved academic buoyancy and performance.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2019 Society for Research into Higher Education. This is an author-produced version of a paper accepted for publication in Studies in Higher Education. Uploaded in accordance with the publisher's self-archiving policy. |
Keywords: | Student feedback; group feedback; performance; student satisfaction; critical feedback; academic buoyancy |
Dates: |
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Institution: | The University of Sheffield |
Academic Units: | The University of Sheffield > Faculty of Social Sciences (Sheffield) > Management School (Sheffield) |
Depositing User: | Symplectic Sheffield |
Date Deposited: | 19 Nov 2019 10:50 |
Last Modified: | 15 Dec 2021 16:57 |
Status: | Published |
Publisher: | Taylor & Francis |
Refereed: | Yes |
Identification Number: | 10.1080/03075079.2019.1688283 |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:153603 |